Evaluating Classroom Time through Systematic Analysis and Student Feedback

• Main Authors: Rebecca Achen, Angela Lumpkin
• Format: Article
• Language: English
• Published: Georgia Southern University 2015-07-01
• Series: International Journal for the Scholarship of Teaching and Learning
• Subjects: active learning; classroom assessment; student perceptions; student feedback
• Online Access: https://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/4

The purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students’, the teacher’s, and whole class activities during class were categorized every two minutes. Students also were given pre- and post-course surveys to assess perceptions on lecture time, impact of learning strategies, and enjoyment of learning strategies. Results indicated students spent the majority of class time actively engaged in their learning instead of passively listening to lectures. However, their views of the optimal amount of lecture time did not change. Even though students overwhelmingly enjoyed engaging learning activities and found them helpful, they still believed teachers should lecture more than 60% of the time, even though the teacher in this course only lectured 30% of the time. Evaluating the way class time was spent was very useful to the teacher for course assessment and planning.